Music Majors and PSAT/SAT/testing

College Majors Music Major
1

Hi very helpful music people! Hope you all had a nice holiday season!

So I feel like I’ve almost been concentrating on the wrong things with my daughter. I mean, music is her thing and I finally realized I needed to calm down and let her be in control. That’s not easy for me to do. So no guarantees! I know this is audition and acceptance time but I need a little help here from the smartest group I could think of!

My daughter is rolling along, progressing well with her music. We’ve gotten a top Professors opinion and a retired Principal Oboists opinion that she should keep on keepin on! Of course I think she would do that regardless, because that’s what she wants.

Well she had made one decision-- a liberal arts school with an excellent music program or conservatory. No stand alone conservatories. Ok, that was one decision, which could change.

But over the years, daughter has had extremely fluctuating standardized tests scores. I would question the school about this but they didn’t seem concerned. DD always seemed to be on a roller coaster with test scores in regular coarses as well, but always pulled out the low overall “A” in the end. Last year she had an extremely high average that finals managed to bring down. She did do very well on one state final.

I was always so concentrated on her music I was just happy she was getting mostly A’s in her class work. But if you go back to first grade, there is, like I said, a roller coaster of standardized test scores. One year she would get a perfect score, one of only a few in her school, the next year she’d practically qualify for special education in math.

Even though she had a solid B/B plus in math last year, we got her a summer tutor because she said she had no idea what she was doing and wasn’t understanding the concepts. We thought this would also help with the PSAT/SAT this year. Her tutor was wonderful and one on one she made tremendous progress. First quarter this year she received a 99 in Math. And said she understood what she was doing!

I don’t think I mentioned that last year I asked the school for help as standardized testing was pulling her down. They said something about “test anxiety” and referred her to a Psychiatrist at $300/hr. Said Psychiatrist said expect to be billed about 30 hours of work and testing! We didn’t go this way and daughter insists she does not experience anxiety. She also will take a big test, though, and have no idea how she did on it-- a 100 or a 50. Fortunately they’re usually 90’s or high 80’s but she has no idea when she takes it. Yes she prepares. I’ve told the school this. They have Guidance, Psychologists and other professionals. But don’t seem to want to help her, probably because she maintains an “A” average.

Now maybe I brought all of this up before but it really hit home when PSAT scores came out. With a 97 grade in school Mathematics, she totally bombed the math portion of the exam, and did worse then expected on the rest. They received their scores in class and she started to cry. Once again she had no idea how she had done but was shocked at this score. We’ve been mentioning a possible math LD and then this math score. I told her I wouldn’t tell anyone or post the score so I won’t. But needless to say when she told me the math score I seriously thought she was joking. I’m so glad I didn’t laugh or say “yeah, right”. I’ve contacted the school again. But what can be done? She’d be just devastated to get into her first choice music program but not into the school, or shut out from some much needed financial aid. If there is a LD, is it best to know (well definitely best to get help) but do schools take that into account? And any hope for the SAT? Her oboe teacher had mentioned looking into Michigan, but definitely not with scores like this. :frowning:

2

Look at Ithaca. The school no longer requires any SAT scores. My son never even submitted them. He was accepted by the school and the music school with very generous offers of merit. He also had an average in the 90’s in high school. He wasn’t even in the advanced regents program. Just the regular regents program here in New York State. He did turn it down though and attends Eastman.

3

Hartt’s SAT standards are pretty modest, and the intellectual level of the music students exceeds that of the rest of the institution. D3 got a nice music scholarship there with not-so-great test scores.

Susquehanna has a nice music program and a test optional application choice. They have generous scholarships, too.

But as you note, stand-alone conservatories are the better option for “test-blind” admissions.

I assume you’ve already checked out http://www.fairtest.org/university/optional?

4

I don’t know whether Bard is appropriate, or not, for your daughter, but do know they don’t require test scores and don’t believe in them.

5

Hi,
Although I am a music parent I am also very experienced at dealing with LD issues. It sounds like your daughter might have an LD based on your description of how she does on tests and the inconsistency in her work. The problem is that LDs are complicated and you can not assume that your daughter’s issues are a math LD. Without getting a full neuropsychological exam there is no way to know what in particular is getting in your daughter’s way and in turn there is no way to know what supports she might need or skills she might be taught or tools she could be given to make things easier for her. And the thing is that even if her LD is not specifically hampering her ability to do music, it might eventually interfere with her career and her ability to do the things adults need to do. So the bad news is that you do need to follow through and get your daughter some testing to determine why she is having these struggles.

But there is also some good news. There are laws to protect your daughter. Technically if the school suspects there is ANY disability (which includes anxiety) THEY MUST BY LAW fully evaluate your child in ALL AREAS OF SUSPECTED DISABILITY. Which means they need to pay for the evaluation. If you request an evaluation as you are concerned about your daughter in a specific area then the SCHOOL MUST EVALUATE. And ALL THIS MUST HAPPEN AT NO COST TO THE FAMILY OF THE CHILD. So legally the school was wrong to suggest your daughter see an outside clinician and not also do some evaluations themselves.

Bad news is that you probably would have a hard time making a case against the school and getting any compensatory services. The good news is that it is not too late to have them do some evaluations of their own. Bad news is that in many cases parents (if they can afford to) are better off if they can pay for their own evaluations because schools will often skew evaluations (in subtle ways) so that they are not liable to have to give the child services or provide accommodations for the child. Also if you think your child might benefit from accommodations for the SAT such as extended time then you are probably better off paying for an outside evaluator who will do more thorough testing.

If all this sounds really confusing it is. You can hire an advocate to help you navigate the system or you can as many parents do try to learn what you need to yourself. A great place to start is www.wrightslaw.com

Do not fear that it is too late. Many bright children with LDs do a good job of hiding their LDs. But the stress of the college process and then the complexity of work as a child gets older makes it so the LD issues eventually catch up with them. But with good support and good interventions most children with LDs can learn techniques and to use tools so that their LD does not interfere with what they want to accomplish.

Good Luck

6

Re-reading my previous email I realized I did not make it clear how you should proceed.
1: First write a letter (date on top) addressed to head of special education and the principal asking that your daughter be evaluated in the areas of math, memory, anxiety and processing speed. The school will likely call a meeting which will include one or two of her teachers and the special education head. Your daughter will also be invited to the meeting. Depending on her age, they will likely want you and your daughter to sign a form which means you agree to have your daughter evaluated. DO NOT SEND THIS BY EMAIL… Send a hard copy. Record the date and time of when you delivered it and who you delivered it to.

2: Simultaneously I would pursue an outside neuropsychological examination. This will involve a certain amount of “shopping” around. I would talk to other parents and look for an EXPERIENCED evaluator who has worked specifically with gifted children who have LDs. Although a student or trainee might do the evaluation for less they also are likely to miss subtle cues or problems while administering the exam. I would call your insurance company and see if they will cover at least some of the evaluation. If your pediatrician requests that your daughter be evaluated then mental health parity often means they have to cover at least some portion of it. But the laws around this vary a lot by state. In some cases the school will pay for an outside evaluation and legally it is a parents right to get an independent evaluation. But the law around this is tricky.

3: Decide what pieces you want the school to do and what you want an outside provider to do. I personally would make sure to have the outside provider administer the WISC IV and I would have the school do the WAIT and some of the checklists such as the BASC…Some parents have the school evaluate first and then take the evaluation to an outside provider who then might do more testing and might help with the interpretation of it. The danger with that is when giving the WISC sometimes key information that is not transmitted in the raw score can get lost. The example I always give is when my son was given the WISC IV when he was doing the block assembly test he chose to put together the pattern by finding a block on the table and then reaching to where that block was and assembling the pattern there, rather than first moving the block closer to him first. My son’s score on this test was quite high and did not indicate that he had any problem with this particular area…but the observation about how he approached the problem said a lot about his learning challenges and what things were getting in his way at school. When schools administer a test like the WISC the evaluators often are rushed and do not have time to write up long detailed reports and so these key observations get lost. They also evaluate many more students. Where a private evaluator is being paid by the parents and if they are any good will give the parent a useful and detailed report that will include these types of observations.

4: If you have any past communication with the school about your concerns compile it and put it in a folder ordered chronologically. When you go to meet with the school make sure you have this folder and then subtly put it somewhere where the head of special education can see it. This more than anything else will tell them that you have learned your rights and they will be less likely to try and bully you into believing they do not have to do anything.

7

Thank you all. I feel so dumb for not looking into this this sooner. And I knew when they sent me the letter that “there was nothing they could do”(the school) I should have persued it further. Instead she worked with a tutor and did extremely well one on one over the summer. She is a junior now in NY state.

I noticed Stacjip that you mentioned it may be a LD that affects her later life and career. The more I think about it this is also a concern. She has friends, but prefers to not spend her time with them when not in school and does things with us and not other kids, even though she gets invited to parties and things. She isn’t immature but quiet and seems to like spending more time on her own. She did spend the night at a friends house on New Years and went to a party. She keeps in touch with friends from camp but through Instagram and Twitter so only when she feels like it. But I remember her third grade teacher had brought up a lack of interest in normal grade level things and friends. I do worry about things like networking and social interaction in the future. If I do say so myself she is a pretty girl who gets asked out on many dates but usually makes up an excuse not to go, even when she says she likes the boy. It sometimes seems like she really doesn’t know people she’s been going to school with for over ten years! Her teachers say she is quiet but when she works with them one on one they rave about her personality and attitude. But you have to get to know her to see this side. She is taking a science class this year where the teacher does not base the grade on testing but projects and labs. Here she excels and the teacher asked her to stay after and go over some advanced lessons. She thoroughly enjoyed it and the teacher has already asked her to be the lab assistant for next year. That’s kind of a big deal in our school! But it’s because daughter loved the subject and allowed the teacher to get close and grade was not based on testing. She got the highest quarter grade this teacher has given out in this class in quite a few years. (99) Like I said she says she has no anxiety but she has had Migraines since third grade. My Migraines always coincided with stress. Hers she has to take medication for daily, albeit a small dose. I just don’t know what to make of it, but definitely getting hold of the school Monday.

8

If your daughter is just now taking the PSAT, I’m guessing she’s in grade 10. You have time to make a real difference here and to help clear any stones in the path of your d’s success.

Stacjip gave you good advice, to which I’ll add a bit based on our family’s experience in this territory.

Just so you know, It is possible for a child to be both gifted and have an LD, which means the LD often gets missed by the school, because the giftedness causes the grades to be much higher than “normal” for a student with LDs. While there are universities/colleges that don’t concern themselves with standardized scores, you obviously will have the greatest number of options if your d’s scores actually reflect her true aptitude. More importantly than scores, managing a workload becomes increasingly demanding the more rigorous the program in college, and that’s where gaps can appear. So early assessment is truly valuable for her, particularly if it is determined that things like CBT (cognitive behavioral therapy) are in order. I’ve watched my son dramatically improve his efficacy and time mgmt through CBT.

For example – and this is not a dx, btw :wink: – there is a type of AD(H)D called “primarily inattentive” that often goes un diagnosed, and many of those with this type might possibly be characterized a “quiet, dreamy, creative” types. It involves a cognitive processing delay that might only turn up on timed tests, and areas that require advanced executive function etc. Girls with this type of LD are often entirely missed in the system because there are not generally behavior issues to draw attention.

This is what my son was dx’d with in his first year of University at Michigan. Obviously, given that he’d been accepted to Michigan, his ACT/SAT scores were quite high. But in actual fact, there was still a gap…for example, on the math portion of the ACT, although he was an A student in math, he ran out of time to finish the last mine questions. So his “true” score, had he had the LD time compensation, was trending to be a perfect score.

What we learned through assessment was that he had a genius level IQ with a processing disorder that only became obvious when working in a pool of peers who were also exceptional/in a highly rigorous curriculum.

Like your D, his “assignment” work at college always netted As or A+s, but his testing brought the grade down dramatically. The first semester, his dept head was literally shocked that there was such a gap given her sense that he was at the top end of things. Which led to the assessment, discovery, and CBT. Over the course of the next four years, that LD support, extended test time and strategies to “learn” to compensate for impaired/delayed development of executive function were the keys to his successful navigation of the program.

Even more importantly, those tactics now serve him well in his work-life.

Since you mentioned Michigan, I thought I would share a bit of info about both admissions and LD support. If you D is desirable to Michigan as a musician, she would not necessarily be expected to have higher stats than average for the school. GPA will be more important to them. But a low SAT would be a red flag and detrimental when viewed among equals in terms of talent. Their concern is that the musically talented can also handle the rigor of the academic courses at Michigan, and they have to believe a candidate can succeed.

So, in this case, if your D has a dx, and gets extended time on SAT, and she includes this info in her “overcoming challenges” essay, then if all else is admit-calibre, my belief is that she would be given full consideration. This is why I agree that its important to get a good dx, and PLAN in place now.

Next, if she applied to Michigan and were accepted, you should know that Michigan will NOT take your extisting dx at face value and automatically give LD compensation. It s very carefully doled out, a you might imagine. So the first thing they will ask for is a new, full ADULT neuropsych assessment. They will then allocate the appropriate support necessary to success.

Hope this helps you navigate the next stretch. Of course, depending on how the next year or so goes there’s always the option of applying to straight conservatories as well, where stats are not generally given much weight. But best to keep all options open. Best wishes!

9

Migraines might account for the roller coaster. Cogtivition fluctuates with migraines.

My daughter has migraines that seem to specifically affect the math part of her brain. In fact, i swear, math can even trigger a migraine. I have done reading on this and my observations were somewhat validated.Migraines can affect cognitive skills before,during and for some time afterward. Medications can also affect cognition. Do fluorescent lights in testing centers bother her?

Your daughter should already have a 504 plan and accommodations on standardized testing, based on migraines. Frequent migraines qualify as a 'disability." You can write the plan yourself, and the principal can sign it. You can write a letter for the doctor to sign, with the accommodations needed. Don’t rely on an MD for the content but you will need the MD to sign and support with any other documentation the school or College Board might want. You can ask for excused absences, notetaker, extensions on papers, postponements of tests, testing alone in a room, a fluorescent light filter, and reduced courseloads, for instance.

Migraines are tough because it is counterproductive to push through them with work. The brain needs rest to recover, so it is easy to get behind while not working in order to get better. It helps to get work done in advance whenever possible.

Does she have a good neurologist?

I second the urging to have a neuropsych. evaluation done. it is possible that, with an existing medical/neuro condition, you can get some of a private test covered by medical insurance. They will try to put in a “behavioral” category. Don’t mention anxiety at first. Mention the migraines and the unevenness of performance.

In your initial meeting with a neuro-psych. you may be able to whittle down some of the testing to what is most helpful. As someone else said, you can save some money by having the school do some testing. Tell insurance you will work with them to keep costs down by scheduling essential tests. They may work with you.

Remember that stress can trigger migraines, and is not a cause. A person can experience normal stress- not pathological anxiety- and experience a migraine and disability with the migraine, if they are predisposed. Don’t let professionals make this about mental health. That is an old prejudice that had taken a long time to die.

10

ps And look at that Fairtest list of test-optional schools. You will be amazed! It is certainly an option to avoid SAT’s altogether, though sometimes merit aid requires scores.

11

Redeye,
First don’t beat yourself up. As I said these things are tricky and school often take advantage of parents lack of knowledge by assuring them their concerns are unnecessary and labeling the problem on parenting or some psychological problem.

Second, DO NOT ASSUME anything about diagnosis right now. Migraines could play a role but their might be other pieces of the puzzle that you have not thought about or are not so obvious. That is why it is important to get the testing done.

Redeye, you are very observant about the social challenges your daughter exhibits and you are right. Those little things can make a huge difference in her getting a job or advancing her career. We often forget in our test driven checklist world that when it comes to success in the real world one needs more than just the ability to excel in a classroom setting.

My son has a good friend who is extremely bright and talented. He excelled at academics and with his music. He also attends the same conservatory my son attends. Problem is this boy had some social issues that have not been addressed. He chose to live at home and commute rather than live in the dorms and he often hangs out with his parents rather than with his peers. The result is that he has fallen behind because he is not gaining all the knowledge and learning and creative energy that my son is gaining by being part of a cohort of young people with similar interests. And although he has progressed musically he is in a very different place than my son, who is composing and performing works with his peers and socializing with older musicians and people who will likely give him the break he needs post-graduation.

Also do not despair as Compmom pointed out none of the things holding your daughter back are fatal. There exists good therapies and techniques for learning to overcome these types of things. And when KIDS resist (as they sometimes do because being teens and young adults they do not want a label or to be considered disabled) I often tell them and their parent to think about it as they are being given secret superpowers because that is what these types of skills are. If our schools were actually functional learning institutions everyone would get some type of help so that they could be the best they could be. But sadly that is not the type of educational institutions we have created.

12

Redeye,
First don’t beat yourself up. As I said these things are tricky and school often take advantage of parents lack of knowledge by assuring them their concerns are unnecessary and labeling the problem on parenting or some psychological problem.

Second, DO NOT ASSUME anything about diagnosis right now. Migraines could play a role but their might be other pieces of the puzzle that you have not thought about or are not so obvious. That is why it is important to get the testing done.

Redeye, you are very observant about the social challenges your daughter exhibits and you are right. Those little things can make a huge difference in her getting a job or advancing her career. We often forget in our test driven checklist world that when it comes to success in the real world one needs more than just the ability to excel in a classroom setting.

My son has a good friend who is extremely bright and talented. He excelled at academics and with his music. He also attends the same conservatory my son attends. Problem is this boy had some social issues that have not been addressed. He chose to live at home and commute rather than live in the dorms and he often hangs out with his parents rather than with his peers. The result is that he has fallen behind because he is not gaining all the knowledge and learning and creative energy that my son is gaining by being part of a cohort of young people with similar interests. And although he has progressed musically he is in a very different place than my son, who is composing and performing works with his peers and socializing with older musicians and people who will likely give him the break he needs post-graduation.

Also do not despair as Compmom pointed out none of the things holding your daughter back are fatal. There exists good therapies and techniques for learning to overcome these types of things. And when KIDS resist (as they sometimes do because being teens and young adults they do not want a label or to be considered disabled) I often tell them and their parent to think about it as they are being given secret superpowers because that is what these types of skills are. If our schools were actually functional learning institutions everyone would get some type of help so that they could be the best they could be. But sadly that is not the type of educational institutions we have created.

13

I wish I’d known that migraines count as a diagnosis–that might have helped my youngest daughter who ended up with a migraine when she took the ACT. Migraines affected her re-taking the test, too. In the end, she went to her first-choice program (an auditioned acting program in a university) but would have had a better scholarship if her scores had matched her practice test scores. Interesting points!

14

^ive often wondered if migraines aren’t related to other neuro phenom, as mcson suffered migraines since he was a wee one. At 12, they discovered a “benign” cyst they felt was “unrelated” but to this day I feel there is a connection between his migraines and cerebral fluid levels, which the location of the cyst can block.

15

I don’t know if she has a LD or other issues (even if I had training in the area, hard to tell from a post), and of course if you believe she has some kind of issues it is recommended to get her checked out. The fact that she is socially not that active does not mean she somehow has issues, if she is able to socialize but doesn’t tend to do things outside the home and such, that could be a lot of things. My S is kind of like that, when he was in high school he was homeschooled, and kind of preferred being at home and such, and like your D didn’t date, but when in social situations he was perfectly fine, he made friends with the kids in his pre college program and at some of the summer programs he went to, and keeps up with them and so forth even now. At college he made friends, and ended up with a girlfriend at the beginning of school, so it simply could be your D is developing in her own way, rather than being the sign of a problem:).

In terms of standardized testing, if she was able to do well in her classes in school in the subjects on the PSAT, and then did badly on the test, it of course could be some sort of LD, taking a standardized test is very different than a standard school exam, for a lot of reasons. However, it could also be that she has never really learned to take tests well, especially standardized ones, and with the PSAT and SAT and the like, a good part of doing well on those tests is having done it enough, being comfortable with taking it. I did okay on my SAT’s (strong in verbal, less so in Math), but I would have done a lot better had I been prepped for it, I didn’t take any kind of prep for it, computerized stuff didn’t exist and my parents would not shell out for Kaplan or the like, my school didn’t offer it, so I ended up doing it cold…it even bit me on the tail in the GMAT when I was applying to grad school, besides not really prepping, I also stupidly didn’t have a watch with me, so I lost track of time and didn’t finish some sections on the math, something that is drilled in when taking test prep. Besides looking into possible LD’s, I would also suggest that she get into a good SAT prep class, even if the school offers one, it is huge to know how to take those tests and go in confident about taking it.

16

Yes, migraines are definitely related to other neurological phenomenon, but migraines can be pretty darn “complicated” in and of themselves (see Oliver Sachs book on the subject). People can lose their sight, hallucinate, slur speech, lose feeling in arms or have strange sensations, get very confused or dizzy, all kinds of things. I think of them as being on a continuum with, say, partial seizures, and not even really a separate entity. Migraines are certainly not “just headaches.” In fact, many migraines don’t even involve headache.

The problem with trying to do academic work or testing is that since the brain is involved, it can not be a matter of just pushing through pain- there is more to it than that. And often rest is needed afterward for the brain to get back to normal functioning. I also believe the the neurological phenomenon of migraine is often accompanied by interesting, compensating gifts.

This may or may not be relevant to the original topic and I apologize for the tangent!

17

My husband’s a neurologist–and we have never figured out what to do about migraines. :confused:

18

I don’t think I mentioned I get migraines, too. Mine are your classical variety, every two to four months I get a debilitating one that can last two or three days. I most definitely think they are related to seizures. When I was in college I was home for the weekend and my father rushed me to the hospital, thinking I was having a stroke. I was thinking clearly but the words didn’t come out right. I’ve only had two of those since.

My daughter has what her Neurologist calls “daily migraines”. While less severe in pain, they happen many times a month. I asked her yesterday if she gets them more then she tells us, and she said yes, she only tells me when they are so horrible she can’t go to school, practice or participate in an event. So she has been getting more headaches then we were even aware of. Like I said she has a neurologist and had an appointment in four months for a " medicine check" but she’s on a wait list to get in asap now. It also saddens me she’s been going about her daily life with many migraines we didn’t even know about-- it’s like her pain threshold is way up there. But it’s got to be hard to concentrate, or socialize, with a migraine although like I said other then certain testing she does very well.

I didn’t speak with the school or hear from them today because we had a snow day. I will do that tomorrow. If I haven’t answered you all directly, I am reading all posts and taking it all in. I will proceed from here and keep you updated. This group offers wonderful advice and has great knowledge!

19

Migraines CAN be helped. Meds like Depakote and Lamictal can change lives. I hope your daughter finds one that works. A trip to the ER can also help: they do IV fluids, caffeine, dilaudid, steroids,whatever it takes. Noone wants to go to an ER, but until the right med is found, it is a stop gap that can give relief. (Believe it or not, “MIgraines for Dummies” is a pretty good book :slight_smile:

I again want to make the point that migraines are not caused by stress or anxiety, but are a true medical problem. Triggers may include stress, but that is not a cause. If you approach neurosych. testing from the medical side rather than the behavioral side (and this may require authorization from a PCP) then insurance will usually cover it.

A 504 plan is for a medical diagnosis, versus an IEP through special education. The school will have a 504 coordinator, usually the principal. You can request a meeting for this purpose. Bring info on migraines and some medical records and a letter from a doctor with the diagnosis. Again, list the accommodations yourself. A good school nurse can help but that is not always available.

For SAT’s or ACT’s, the process can take, as I remember, 6 weeks to get accommodations. Check with the College Board. It can be like a game of Russian Roulette hoping for a test day that is migraine free! And the test itself can trigger, as can the lights in the room, all that black text on white paper, and so on.

Accommodations at a college are not always at the same level as in high school, but can be very helpful. Register with the disabilities office and they provide a letter for the student to give to professors. Everyone deserves a chance to do their best work- that is the principal behind “leveling the playing field.” I know one student who got through undergrad without touching a book: the school made every reading available on a screen for her (this was 7 years ago and she used a tv screen- no Kindles yet).

20

So I sent out an e-mail to my daughters’ GC as it wasn’t possible for me to connect in any other way this week. The GC forwarded it to the Principal (a very nice man who I have gotten to know a little and has been helpful in the past) and he forwarded it to the Director of Special Ed and Pupil Services. Her answer to me today was that, basically, because my daughter doesn’t have a major disability that affects functioning and life skills, there was nothing they could or would do. I’m in NY state if anyone forgot. I have sent another e-mail reminding them that if a parent requests an evaluation one is suppose to be given, I mentioned certain testing compmom told me about and shared some wisdom I’ve picked up from all of you. I don’t know what will come of this. We have an appointment coming up with her Neurologist and I will speak with her. I really feel that because of budget cuts they don’t want to be bothered with quiet, intelligent students with possible LD’s and are putting all of the Special Education $$'s into programs for those with serious behavioral and psychological issues that affect their bottom line: grades and graduation. Of course I agree that is important but my daughter works so hard and is being left behind, I feel. Calling insurance again tomorrow to see if they will pay for the testing if it’s ordered by a Neurologist. They wouldn’t even pay for an initial Psychological visit as they said this type of testing was the schools responsibility. It’s not that we are unwilling to pay but the school will not even help us get pointed in the right direction and it is so costly.